Practical teacher training has gained even greater importance in undergraduate teacher education programs since the reform of the curriculum based on the Bologna Process, even though practical teacher training has been historically strongly incorporated into these programs in Slovenia in a somewhat fragmentary manner. To gain insight into the quality and integrity of practical teacher training from the students' perspective research on students' perception about practical teacher training was conducted. This paper presents the results of the research on student satisfaction with practical teacher training including the analysis of the possible changes required. The paper also presents the differences between certain teacher practice formspreformed in the process of practical teacher training and the differences among several aspects concerning teaching practice at the faculty and at the school level. Based on the analyses of the acquired data the segments that are prospective for defragmenting the faculty and school mentors' efforts for improvement of teaching practice are outlined.

The study, which was conducted utilising a sample of 129 users of sound baths with gongs in 2015 in Slovenia, has shown that all users define the effect of sound vibrations as healing and/or relaxing. They testified on achieving durable inner peace, on better physical and mental wellbeing, fresh impetus for work, desire for personal growth and other positive effects.

Povzetek The increased number of mobile devices changes the communication habits and lifestyle. Consequently, social norms and values change. Millennials define new patterns in social behavior, communication, interpersonal relationships, and interaction. Simultaneous e-communication in the presence of another person and lack or rejection of face-to-face contact are just the most common kinds of social behavior. Appropriate social behavior when using a mobile phone is crucial for Millennial future teachers, who will be teaching Millennials. The results of this study show current and changing patterns of social behavior induced by the use of mobile phones among future teachers. Ignorance, simultaneous e-communication and replacement of face-to-face contact are all present. These results also reveal the desire for close contact with a beloved person. The extensive daily use of mobile phones for about 5 hours or more is the second undesired finding among future teachers. Uporaba mobilnih telefonov in socialni odnosi milenijcev-bodočih učiteljev Povečano število mobilnih naprav prinaša spremembe v način komunikacije in življenjskega sloga. Posledično se spreminjajo tudi družbene norme in vrednote. Generacije milenijcev prinašajo nove vzorce družbenega vedenja, komunikacije, medosebnih odnosov in interakcij. Hkratna ekomunikacija med prisotnostjo druge osebe in pomanjkanje ali zavračanje neposrednih osebnih stikov sta najpogostejša pojava. Primerno socialno vedenje ob uporabi mobilnega telefona je ključno za bodoče učitelje milenijce, ki bodo poučevali milenijce. Rezultati pričujoče raziskave kažejo na že prisotne in spremenjene vzorce družbenega vedenja, ki jih povzroča uporaba mobilnih telefonov, tudi med bodočimi učitelji. Prisotni so ignoranca, hkratna ekomunikacija, nadomestilo osebnega stika, prav tako pa tudi želja po osebnem stiku z ljubljenimi osebami. Obsežna, približno peturna vsakodnevna uporaba mobilnih telefonov, je druga neželena ugotovitev med bodočimi učitelji.

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Only a digitally competent teacher can effectively use ICT in the educational process. Teachers must be educated and adequate ICT learning contents are required. The study contents should fulfil the objectives of knowledge upgrade and motivation for use of ICT in educational processes. The aim of this study was to get better insight into the pre-service teacher's assessment of topics' popularity, estimations of achieved skills and motivation for implementation of ICT in education. Our research sample consists of two generations of students of elementary education that attended the ICT in Education course. The two-year time gap is considered suitable to discover differences between generations because of the rapid development of ICT. The data were statistically analysed using descriptive and inferential statistics. The results show the increased acceptance of ICT in education, but the trends for the forthcoming generations are left to future researches.